Presented by Nicole Long

Educational Technology has not fulfilled its promise Why? Teachers Funding Support Technology Educators need to look at all these issues to solve the problem

Is teacher-training affecting how education technology is used? Is teacher-training affecting how education technology is used? Do teachers have sufficient support from administration to implement technology? Do teachers have sufficient support from administration to implement technology? Are teacher perceptions impacting technology implementation in the classroom? Are teacher perceptions impacting technology implementation in the classroom? Are teachers using technology effectively? Are teachers using technology effectively? How can teacher training be made more effective ? What increases in support need to be made ? How can negative attitudes be altered ? What would be more effective uses of technology ?

There are several evident themes in the research of educational technology. Technology innovations have outpaced technology training (Cuban, 2001; NCES, 2000). Technology innovations have outpaced technology training (Cuban, 2001; NCES, 2000). Support for technology integration is not sufficient (Moursand, 1999; Hayes, 2006). Support for technology integration is not sufficient (Moursand, 1999; Hayes, 2006). Teacher attitudes toward technology strongly affect how it will be used (Ya, 2007). Teacher attitudes toward technology strongly affect how it will be used (Ya, 2007). Technology is not being used within a pedagogical framework (Noeth & Volkov, 2004). Technology is not being used within a pedagogical framework (Noeth & Volkov, 2004).

100% internet connection 5:1 ratio of student to computer use Computer carts and handhelds on the rise

Creating materials 78%

Only 50 % of American teachers feel capable of using technology Only 50 % of American teachers feel capable of using technology 93% of American teachers learn about technology independently 93% of American teachers learn about technology independently the average total of training days is only 4 per year the average total of training days is only 4 per year

96% of American school superintendants are not aware of national standards 96% of American school superintendants are not aware of national standards 83% have had no technology training in the past three years 83% have had no technology training in the past three years only 28% of the technology budget is spent on tech support only 28% of the technology budget is spent on tech support

Digital immigrants make up the majority of our teachers Digital immigrants make up the majority of our teachers Teachers choose technology based on ease-of-use and computer efficacy but only 23% feel that technology is easy to use Teachers choose technology based on ease-of-use and computer efficacy but only 23% feel that technology is easy to use

Only 50% of teachers use technology to delivery instruction or to have their students produce materials Only 50% of teachers use technology to delivery instruction or to have their students produce materials Some technologies like Microsoft Word actually hurt student performance Some technologies like Microsoft Word actually hurt student performance Teachers are reluctant to use technology that does not easily adapt to their lessons. Teachers are reluctant to use technology that does not easily adapt to their lessons.

All facets of teacher education should have learning- through-technology strategies so that teachers have a first hand knowledge of how learning through technology works. Training must take place in the context of a classroom, be in small groups of less than 12 and provide teachers with hands-on practice. These classes should be available after school and in summer months. Beginners could be paired with tech savvy mentors to increase knowledge sharing. Newly purchased systems must have teacher training built in as a regular feature when they are brought into the schools.

School superintendants must be up to date with national standards of technology training as proposed by the US Department of Education. School superintendents need to be trained to construct their own technology plans We neet cost-efficient technology management that follows successful business models We should encourage partnerships with industry to offset costs and to allow the creation of more effective educational technology.

Have easy-to-use interfaces for the teacher and student. Include help functions to assist in overcoming errors or difficulties faced by teachers or students. Make it engaging to students. Provide evidence of an increase in student outcomes. Insure that it saves time over more traditional methods. Have it practically tested in a real classroom setting rather than a laboratory.

Increased teacher effectiveness and student outcomes Train teachers more effectively Give leaders the proper tools to lead their schools Provide better technology alternatives